CURRICULUM MANAGEMENT IN DEVELOPING  LEARNERS’ NOBEL CHARACTER AT PESANTREN  AL-IKHLASH KANGGRAKSAN CIREBON

abstrak— The purpose of making this article is to help prepare quality school management, especially with regard to curriculum management which will be implemented at the level of the education unit at the school, both done by teachers, school committees, principals, and parties related to curriculum development at the unit level of education. Hopefully this article can provide information in order to create quality school management which of course must be based on quality curriculum management as well. curriculum administration is the entire process of activities planned deliberately to the situation of teaching and learning effectively and efficiently in order to help the achievement of educational goals that have been set.

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Administrasi Kurikulum

10.31227/osf.io/pczdx ◽

2019 ◽

Author(s):

Riga Sari ◽

Hade Afriansyah

Keyword(s):

Science And Technology ◽

Curriculum Evaluation ◽

Learning Activities ◽

Educational Institutions ◽

Educational Goals ◽

Curriculum Management ◽

Learning Materials ◽

The World ◽

Institutional Learning ◽

Materials Used

This article describe about curriculum. The curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials and materials used as guidelines for the implementation of learning activities to achieve certain educational goals. Administration of the curriculum is a system of curriculum management that is cooperative, comprehensive, systemic, and systematic in order to realize the achievement of curriculum objectives. The aim of the curriculum is to achieve institutional learning at educational institutions, so that the curriculum plays an important role in realizing quality and quality schools. The method used in this study includes planning, implementation, supervision, and curriculum evaluation. Thus it can be seen that a good curriculum is a curriculum that follows the development of science and technology based on society. Failure in the administration of a curriculum will have fatal consequences on the success of the world of education.

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TAHAPAN-TAHAPAN DALAM MANAJEMEN KURIKULUM PADA LEMBAGA PENDIDIKAN ISLAM

Edupedia ◽

10.35316/edupedia.v2i2.332 ◽

2018 ◽

Vol 2 (2) ◽

pp. 63-71

Author(s):

Arfandi Arfandi ◽

Munif Shaleh

Keyword(s):

Curriculum Development ◽

Curriculum Implementation ◽

Curriculum Evaluation ◽

Management Science ◽

Curriculum Planning ◽

Islamic Education ◽

Curriculum Management ◽

Education Curriculum ◽

Science Approach ◽

Three Stages

The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.

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Reactions of Teacher According to Curriculum Management Through Play for Young Children

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.9.1267 ◽

2019 ◽

Vol 19 (9) ◽

pp. 1267-1298

Author(s):

Sun-Hwan Kim ◽

Hyun-Ju Oh

Keyword(s):

Young Children ◽

Curriculum Management

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Curriculum Management (Part 3): Assessment and Evaluation

Educational Psychology in Practice ◽

10.1080/0266736860020302 ◽

1986 ◽

Vol 2 (3) ◽

pp. 3-9 ◽

Cited By ~ 3

Author(s):

R.J. Cameron ◽

A.J. Owen ◽

G. Tee

Keyword(s):

Curriculum Management ◽

Assessment And Evaluation

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(Un)intended consequences of the 2016 educational reform on early childhood education and care in Poland. The story of a few applications that led to significant disorder

Policy Futures in Education ◽

10.1177/1478210320923158 ◽

2020 ◽

Vol 18 (6) ◽

pp. 806-823

Author(s):

Anna Ciepielewska-Kowalik

Keyword(s):

Educational Reform ◽

Quantitative Research ◽

Unintended Consequences ◽

Special Focus ◽

Curriculum Management ◽

Policy Makers ◽

Four Dimensions ◽

School Year ◽

Education And Care ◽

Polish Government

Merton’s law on unintended consequences (1936) warns against the undesirable and unanticipated outcomes of every action and policy. More recent research (Zhao, 2017) in the field of education, in relation to Merton, claims that these consequences are usually treated as inconvenient side effect of a policy, but are, in fact, planned by policy-makers or other stakeholders to benefit them. It is therefore more appropriate to call them ‘(un)intended consequences’, which are not written into the policy but are a result of how the policy translates into practice. This paper, in relation to the above approaches, aims at revealing (un)intended consequences and hidden agendas of the educational reform conducted by the Polish government in 2016, with a special focus on their impact on ECEC. (Un)intended consequences are investigated here in four dimensions, including ECEC: organisational changes, curriculum, management and educators. The paper is based on the review of literature and on the author’s qualitative and quantitative research among parents, teachers and representatives of local authorities, carried out in the 2018/2019 school year.

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